Abstract
Astronomy has great potential to attract children toward science and improve their scientific literacy. However, it has a relatively small presence within the school curricula worldwide. In Chile, home of the world’s largest telescopes, astronomy is even more relevant in science education, but the presence of astronomical content within the national curriculum was not studied yet. In this context, this article characterizes the opportunities to learn astronomy within the Chilean science curriculum from grades 1 to 12. A mixed descriptive design with documental analysis is conducted to determine which science learning objectives (LOs) are directly or indirectly related to astronomy and classify them according to astronomical topics, cognitive processes, and Big Ideas in Astronomy. The proportion of LOs related to astronomy within the whole science curriculum and the categories of interest are calculated and compared over the school grades. The results show that the LOs directly related to astronomy are present only in a third of the grades and include a small variety of astronomical topics. Meanwhile, LOs indirectly related to astronomy appear in all grades and include more topics and higher cognitive processes. We discuss the implications of the outcomes and raise some possibilities to promote astronomy literacy through interdisciplinary work.
Similar content being viewed by others
Data Availability
Not applicable.
Notes
Salimpour et al. (2021) analyzed a previous version of the Chilean curriculum.
References
Anderson, L., & Krathwohl, D. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
Berea, A., Denning, K., Vidaurri, M., Arcand, K., Oman-Reagan, M. P., Bellovary, J., Aydinoglu, A. U., Lupisella, M., Dong, C., Vakoch, D., Messeri, L., Dick, S., Prescod-Weinstein, C., O’Leary, B. L., Strauss, B. E., Domagal-Goldman, S. D., Billings, L., Wright, J. T., Chambers, L. M., Khullar, G., & Fulmer, L. (2019). The social sciences interdisciplinarity for astronomy and astrophysics — Lessons from the history of NASA and related fields. Bulletin of the American Astronomical Society, 51(7), 1–15. https://doi.org/10.48550/arXiv.1907.07800
Catanzaro, M. (2014). Chile: Upward trajectory. Nature, 510, 204–205.
Cole, M., Cohen, C., Wilhem, J., & Lindell, R. (2018). Spatial thinking in astronomy education research. Physical Review Physics Education Research, 14(1), 010139. https://doi.org/10.1103/PhysRevPhysEducRes.14.010139
Comisión Nacional de Investigación Científica y Tecnológica. (2016). Encuesta nacional de percepción social de la ciencia y la tecnología en Chile 2016 [Social perception of science and technology in Chile: national survey 2016]. Retrieved from https://www.conicyt.cl/wp-content/uploads/2014/07/resumen-ejecutivo-encuesta-nacional-de-percepcion-social_web.pdf
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). Sage Publications.
Dantic, M. J. P. (2021). Sci-art: Visual art approach in astronomy of teacher education students. American Journal of Multidisciplinary Research & Development, 3(10), 12–19.
Fang, S., & Fan, S. (2022). Exploring teachers’ conceptions and implementations of STEM integration at the junior secondary level in Taiwan: An interview study. International Journal of Science and Mathematics Education, 21, 2095–2121. https://doi.org/10.1007/s10763-022-10335-w
Fraknoi, A. (2003). Teaching astronomy with science fiction: A resource guide. Astronomy Education Review, 1(2), 112–119. https://doi.org/10.3847/AER2002009
Harlen, W. (Ed.). (2010). Principles and big ideas of science education. Association for Science Education. https://www.ase.org.uk/bigideas
Hennig, L. A. A., Bishop, J., Geller, H., Gould, A., & Schatz, D. (2012). Science standards: The next generation; minimum astronomy and space science concepts in a K-12 curriculum. ASP Conference Series, 457, 97–100.
Impey, C., & Jasensky, D. (2018). Visualizing the universe – The intersection of art and astronomy. Mediterranean Archaeology and Archaeometry, 18(4), 307–318. https://doi.org/10.5281/zenodo.1477984
Instituto Nacional de Estadística. (2018). Síntesis de resultados Censo 2017 [Census 2017 results synthesis]. Retrieved from https://www.censo2017.cl/descargas/home/sintesis-de-resultados-censo2017.pdf
Kavanagh, C., Agan, L., & Sneider, C. (2005). Learning about phases of the moon and eclipses: A guide for teachers and curriculum developers. Astronomy Education Review, 4(1), 1–34. https://doi.org/10.3847/AER2005002
Kidman, J., Yen, C.-F., & Abrams, E. (2012). Indigenous students’ experiences of the hidden curriculum in science education: A cross-national study in New Zealand and Taiwan. International Journal of Science and Mathematics Education, 11, 43–64. https://doi.org/10.1007/s10763-012-9365-9
Krečo, A., & Zejnilagić-Hajrić, M. (2017). Incorporation of astronomy topics in the chemistry curriculum at gymnasiums in Canton Sarajevo. Bulletin of the Chemists and Technologists of Bosnia and Herzegovina, 49, 49–52.
Latorre Gaete, M. (2013). Cobertura curricular en educación media [Curricular coverage in secondary education]. Centro de estudios MINEDUC. Retrieved from https://bibliotecadigital.mineduc.cl/bitstream/handle/20.500.12365/18367/E13-0036.pdf?sequence=1&isAllowed=y
Lee, A. S., Wilson, W., Tibbetts, J., Gawboy, C., Meyer, A., Buck, W., Knutson-Kolodzne, J., & Pantalony, D. (2019). Celestial calendar-paintings and culture-based digital storytelling: Cross-cultural, interdisciplinary, STEM/STEAM resources for authentic astronomy education engagement. EPJ Web of Conferences, 200, Article 01002. https://doi.org/10.1051/epjconf/201920001002
Liberman, N., Polack, O., Hameiri, B., & Blumenfeld, M. (2012). Priming of spatial distance enhances children’s creative performance. Journal of Experimental Child Psychology, 111(4), 663–670. https://doi.org/10.1016/j.jecp.2011.09.007
Marinovic, F. (2016). Estudio astronomía y marca país: Una mirada desde la opinión pública chilena [Astronomy and country trademark study: A view from Chilean public opinion]. Fundación Imagen de Chile.
McNally, D. (1982). Astronomy at school. Physics Education, 17(4), 157–160. https://doi.org/10.1088/0031-9120/17/4/306
Ministerio de Educación. (2016). Bases curriculares 7º Básico a 2º Medio [Curricular basis grades 7 to 10]. Retrieved from https://www.curriculumnacional.cl/614/articles-37136_bases.pdf
Ministerio de Educación. (2018a). Bases curriculares Primero a Sexto Básico [Curricular basis grades 1 to 6]. Retrieved from https://www.curriculumnacional.cl/614/articles-22394_bases.pdf
Ministerio de Educación. (2018b). Estudio de exploración y análisis de los procesos de implementación curricular en el sistema educacional chileno [Study of exploration and analysis of the curricular implementation processes in the Chilean educational system]. Retrieved from https://www.curriculumnacional.cl/614/articles-70906_archivo_01.pdf
Ministerio de Educación. (2019). Bases curriculares 3º y 4º Medio [Curricular basis grades 11 and 12]. Retrieved from https://www.curriculumnacional.cl/614/articles-91414_bases.pdf
Ministerio de Educación. (2023). Congreso pedagógico y curricular [Pedagogical and curricular conference]. Retrieved from https://congresopedagogico.mineduc.cl/
National Research Council. (2001), Astronomy and astrophysics in the new millennium. The National Academies Press. https://nap.nationalacademies.org/catalog/9839/astronomy-and-astrophysics-in-the-new-millennium
Neofotistos, R., Starakis, I., & Halkia, K. (2023). “Is the moon self- or hetero-luminous?”: An investigation of primary school students’ ideas on the luminosity of the moon. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-023-10427-1
Organisation for Economic Co-operation and Development. (2016). PISA 2015 results: Excellence and equity in education (Vol. I). Author. https://www.oecd.org/publications/pisa-2015-results-volume-i-9789264266490-en.htm
Oliveira, C. M., & Batista, M. C. (2021). A relação da literatura com a astronomia a partir da análise de uma imagem do conto “O nosso sistema solar” de Monteiro Lobato [The relationship between literature and astronomy from the analysis of an image from the short story “Our solar system” by Monteiro Lobato]. Research, Society and Development, 10(16), 1–8. https://doi.org/10.33448/rsd-v10i16.23150
O’Shea, M., Kohli, P., & Neilson, H. (2021). Watching the skies: An overview of indigenous astronomy curricula for Canadian K-12 teachers. Research Square. https://doi.org/10.21203/rs.3.rs-244103/v1
Percy, J. R. (2005). Why astronomy is useful and should be included in the school curriculum. In J. Pasachoff & J. Percy (Eds.), Teaching and learning astronomy: Effective strategies for educators worldwide (pp. 10–13). Cambridge University Press. https://doi.org/10.1017/CBO9780511614880.004
Percy, J. R. (2006). Teaching astronomy: Why and how? Journal of the American Association of Variable Star Observers, 35, 248–254.
Piovezan, A. C. T., & Gama, L. D. (2019). Astronomia e Matemática: uma proposta interdisciplinar para o Ensino Fundamental II [Astronomy and mathematics: an interdisciplinary proposal for elementary school]. Educação Por Escrito, 10(1), 1–12. https://doi.org/10.15448/2179-8435.2019.1.32716
Plummer, J. D. (2014). Spatial thinking as the dimension of progress in an astronomy learning progression. Studies in Science Education, 50(1), 1–45. https://doi.org/10.1080/03057267.2013.869039
Plummer, J. D., Udomprasert, P., Vaishampayan, A., Sunbury, S., Cho, K., Houhton, H., Johnson, H., Wright, E., Sadler, P. M., & Goodman, A. (2022). Learning to think spatially through curricula that embed spatial training. Journal of Research in Science Teaching, 59, 1134–1168. https://doi.org/10.1002/tea.21754
Pompea, S. M., & Russo, P. (2020). Astronomers engaging with the education ecosystem: A best-evidence synthesis. Annual Review of Astronomy and Astrophysics, 58, 313–361. https://doi.org/10.1146/annurev-astro-032620-021943
Retrê, J., Russo, P., Lee, H., Penteado, E., Salimpour, S., Fitzgerald, M., Ramchandani, J., Pössel, M., Scorza, C., Christensen, L. L., Arends, E., Pompea, S. & Schrier, W. (2020). Big Ideas in Astronomy: A proposed definition of astronomy literacy (2nd ed.). International Astronomical Union Office of Astronomy for Education. https://astro4edu.org/media/bigideas_images/BigIdeas_v2.0.pdf
Rodrigues, L., Montenegro, M., & Meneses, A. (2023). Mapping the astronomy content knowledge of chilean in-service teachers. International Journal of Science Education, 45(6), 451–469. https://doi.org/10.1080/09500693.2022.2164704
Rollinde, E. (2019). Learning science through enacted astronomy. International Journal of Science and Mathematics Education, 17, 237–252. https://doi.org/10.1007/s10763-017-9865-8
Rosenberg, M., Russo, P., Bladon, G., & Christensen, L. L. (2014). Astronomy in everyday life. Communicating Astronomy with the Public Journal, 14, 30–35.
Ruiz, M., Montenegro, M., Meneses, A., & Venegas, A. (2016). Oportunidades para aprender ciencias en el currículo chileno: contenidos y habilidades en educación primaria [Opportunities for learning science in the Chilean curriculum: Content and skills in primary education]. Perfiles Educativos, 38(153), 16–33. https://doi.org/10.22201/iisue.24486167e.2016.153.57633
Russell, D. A. (1989). Arts and science in ancient education. Greece & Rome, 36(2), 210–225.
Salimpour, S., Bartlett, S., Fitzgerald, M. T., McKinnon, D. H., Cutts, K. R., James, C. R., Miller, S., Danaia, L., Hollow, R. P., Cabezon, S., Faye, M., Tomita, A., Max, C., de Korte, M., Baudouin, C., Birkenbauma, D., Kallery, M., Anjos, S., Wu, Q., Chu, H-E., Slater, E., Ortiz-Gil, A. (2021). The gateway science: A review of astronomy in the OECD school curricula, including China and South Africa. Research in Science Education, 51, 975–996. https://doi.org/10.1007/s11165-020-09922-0
Salimpour, S., Tytler, R., Doig, B., Fitzgerald, M. T., & Eriksson, U. (2023). Conceptualising the Cosmos: Development and validation of the cosmology concept inventory for high school. International Journal of Science and Mathematics Education, 21, 251–275. https://doi.org/10.1007/s10763-022-10252-y
Sjøberg, S., & Schreiner, C. (2010). The ROSE project: An overview and key findings. University of Oslo. http://roseproject.no/network/countries/norway/eng/nor-Sjoberg-Schreiner-overview-2010.pdf
Sociedad Chilena de Astronomía. (2022). Censos de astrónomos/as [Astronomers census]. Retrieved from https://sochias.cl/astronomia-en-chile/censos-de-astronomos/
Stabback, P. (2016). What makes a quality curriculum? In-Progress Reflection No.2 on Current and Critical Issues in Curriculum and Learning. International Bureau of Education, UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000243975
Steidtmann, L., Kleickmann, T., & Steffensky, M. (2023). Declining interest in science in lower secondary school classes: Quasi-experimental and longitudinal evidence on the role of teaching and teaching quality. Journal of Research in Science Teaching, 60(1), 164–195. https://doi.org/10.1002/tea.21794
Storey-Fisher, K. (2019, September 10). Astronomical observatories and indigenous communities in Chile. Astrobites. Retrieved from https://astrobites.org/2019/09/10/astronomical-observatories-and-indigenous-communities-in-chile/
Tytler, R., Mulligan, J., Prain, V., White, P., Xu, L., Kirk, M., Nielsen, C., & Speldewinde, C. (2021). An interdisciplinary approach to primary school mathematics and science learning. International Journal of Science Education, 43(12), 1926–1949. https://doi.org/10.1080/09500693.2021.1946727
Venegas Traverso, C. (2021). Priorización curricular en pandemia: Oportunidad de un nuevo curriculum escolar en Chile [Curricular prioritization in a pandemic context: Opportunity for a new school curriculum in Chile]. Foro Educacional, 37, 69–100. https://doi.org/10.29344/07180772.37.2855
Funding
This work was supported by Agencia Nacional de Investigación y Desarrollo (ANID) under Grant Doctorado Nacional 2018–2118135 and Project FONDECYT Regular 1190990, both funded by the Chilean Government.
Author information
Authors and Affiliations
Contributions
Lara Rodrigues, Alejandra Meneses and Maximiliano Montenegro contributed to the study conception and design. Data collection and analysis were performed by Lara Rodrigues. The double codification process was conducted by Lara Rodrigues and Cristián Cortés. The first draft of the manuscript was written by Lara Rodrigues, with revisions and comments from all authors. Alejandra Meneses and Maximiliano Montenegro addressed the last responses to reviewers. All authors read and approved the final manuscript.
Corresponding author
Ethics declarations
Ethical Approval
This study was approved by the Ethics Committee of Social Sciences, Arts and Humanities of the Pontificia Universidad Católica de Chile with protocol ID 201009002.
Competing Interests
The authors declare no competing interests.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Rodrigues, L., Meneses, A., Montenegro, M. et al. Direct and Indirect Opportunities to Learn Astronomy Within the Chilean Science Curriculum. Int J of Sci and Math Educ (2024). https://doi.org/10.1007/s10763-024-10459-1
Received:
Accepted:
Published:
DOI: https://doi.org/10.1007/s10763-024-10459-1